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					                       2006 PERFORMANCE REPORT
                               DePaul University

Mission Statement

As a university, DePaul pursues the preservation, enrichment and transmission of
knowledge and culture across a broad scope of academic disciplines. In meeting its public
service responsibility, the university encourages faculty, staff and students to apply
specialized expertise in ways that contribute to the societal, economic, cultural and
ethical quality of life in the metropolitan area and beyond. The principal distinguishing
marks of the university are its Catholic, Vincentian and urban character. (adapted from
full mission statement)

Environmental Analysis


   •   DePaul’s continued success is affected by the regional, national, and international
       economy and the changing demographics of the Chicago region.
   •   DePaul relies on various state and federal funding programs, and changes in these
       public programs affect future development.
   •   DePaul is impacted by public policy initiatives at the state and federal level.
       Policy discussions currently underway in Washington and Springfield may
       change the higher education environment.
   •   The higher education marketplace is increasingly competitive, resulting in new
       challenges and new opportunities.
   •   DePaul’s new strategic plan, VISION twenty12, will shape the university’s
       development for the next six years.

The individual policy area goals are impacted by the following factors:

                      Goal I: Contribution to Economic Growth

   •   Investment by DePaul and other organizations in the South Loop and Lincoln
       Park communities.
   •   Changes in the employment landscape within the regional and national
   •   Availability of workforce development funds, employer-provided tuition benefits,
       tax credits and other incentives for professional development and adult education.
   •   Changing population and demographic trends within the region.
   •   Rising interest rates.
                     2006 PERFORMANCE REPORT
                             DePaul University

                        Goal II: Improve K-20 Education

•   State and federal policy implementation, particularly re-authorization of the
    Higher Education Act and the Spellings Commission Report.
•   Availability of public funds to achieve the goals established through public
    policy, including NCLB.
•   Access to technology among teachers to enable online and distance learning.
•   Changes in the employment market for teachers, including the retirement rate,
    private and charter school employment growth, and other factors.

                             Goal III: Financial Need

•   Maintenance of adequate state funding of MAP and other need-based financial aid
•   Cuts in federal student loan programs.
•   Increased interest rates, especially for student loans.
•   Success in strengthening DePaul’s financial position and maximizing operational
    efficiency to minimize tuition increases.

                                 Goal IV: Diversity

•   Initiatives related to DePaul’s strategic plan, which calls for the university to be a
    model of diversity.
•   Ability to maintain and increase diversity among faculty and staff.
•   Adequacy of preparation of high school graduates to succeed in higher education.
•   Availability and flexibility of financial aid.

                    Goal V: Assessment of Student Learning

•   Continuing expansion of access to data from other institutions and state and
    national studies.
•   Improvements in access to validated assessment techniques and practices.
•   Acceptance of proposed federal mandates on reporting and accountability.

         Goal VI: Productivity, Cost-Effectiveness and Accountability

•   Availability of new data and emerging measures of productivity and cost-
•   Changing standards of accountability required by DePaul’s board of trustees,
    rating agencies and government.
•   Advances in technology that enable improved performance, productivity and
                    2006 PERFORMANCE REPORT
                             DePaul University
•   Success of DePaul’s strategic plan, which calls for the university to strengthen its
    financial position.
                      2006 PERFORMANCE REPORT
                               DePaul University
                              SECTION II: PROGRESS

POLICY AREA ONE: Higher education will help Illinois sustain strong economic
growth through its teaching, service, and research activities.


Percent of undergraduate degree/certificate recipients either employed or enrolled
in further education within one year of graduation

                       Number Employed          Number of        Percent Employed
                        and/or Enrolled     Survey Respondents    and/or Enrolled

                             656                   716               91.6%

                 Category                             Number                   Percent
Employed and not in graduate school                    556                     77.7%
Employed and in graduate school                         68                       9.5%
Enrolled in graduate school, not employed               32                      4.5%
Not employed, not enrolled                              60                       8.4%
  Total                                                716                      100%

   a) Institutional goal(s) for this indicator: Maintain overall placement rate between
      90 and 95 percent.

   b) Brief interpretation of institutional performance and related implications
      • The results above are based on a survey of 2005 undergraduate degree
         recipients six months after graduation. The response rate to the survey was 32
         percent for 2005 and constituted a representative sample of DePaul’s
      • The percent of students employed and/or enrolled this year (2005) and last
         year (2004) are almost the same and are better than previous years.
              o 2002: 87 percent
              o 2003: 89 percent
              o 2004: 93 percent
              o 2005: 92 percent
      • Most prominent Chicago employers recruit at DePaul University. Based on
         the employers listed in Crain’s Chicago Business Book of Lists, January
              o 84 percent of the largest employers recruit at DePaul.
              o 76 percent of the largest management/IT consulting companies recruit
                 at DePaul.
              o 70 percent of the fastest growing companies recruit at DePaul.
              o 64 percent of the largest cultural institutions recruit at DePaul.
              o 64 percent of the largest public companies recruit at DePaul.
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                            DePaul University
   •   The economy continued to improve in 2005, resulting in steady employment
       rates for DePaul graduates and a significant increase (68 percent) in
       employers recruiting at DePaul over last year.
   •   Participation by DePaul alumni recruiting new DePaul graduates increased 20
       percent over last year.
   •   DePaul’s Career Center expanded its efforts to target employers, increasing
       both the breadth and depth of employment opportunities for students.


a) Indictor: Experiential Learning (internships, co-ops, etc.)
          There are four types of experiential learning:
                  o Study abroad
                  o Service learning
                  o Internships
                  o Individual or group research projects
          Internships and service learning are the most common types of
          experiential learning activities chosen. These are the ones most closely
          tied to Policy Area One
   • Performance goal: All DePaul undergraduates must complete at least one
      experiential learning activity in order to graduate.

   •   Data and documentation:
          o By the time they are seniors, DePaul students participate in out-of-
             class and off-campus activities connected with academic work at a rate
             equal to or higher than students at doctoral research-intensive
             universities or the national average. The fact that so many DePaul
             seniors report participating in a field experience and culminating
             senior experience may be attributed at least in part to the Junior Year
             Experiential Learning and Senior Capstone requirements for Liberal
             Studies. The major exception to this pattern is that DePaul students
             participate in study-abroad programs at a lower rate than the national
             sample, though DePaul’s rate is higher than at doctoral intensives.
                       2006 PERFORMANCE REPORT
                                DePaul University

                                   Table 1.1
         NSSE 2001-2005 Composite for Seniors at DePaul and Benchmarks

Have you done or do you plan to do the following      DePaul      Doc. Int.      Natl.
before graduating: (% Plan to Do or Have Done)

7a. Practicum, internship, field experience, co-op
experience, or clinical assignment                    78.6%        75.6%        76.3%
7d. Worked on a research project with a faculty
member outside of course or program                   30.2%        30.0%        30.7%
7f. Study abroad                                      20.1%        18.8%        23.9%
7g. Independent study or self-designed major          53.3%        27.4%        30.9%
7h. Culminating senior experience                     82.9%        60.1%        64.5%

               o The number of students who have completed a community-based
                 service learning course and were assigned a grade in the past three
                 years is as follows:
                     • 2003: 1,892
                     • 2004: 2,488
                     • 2005: 2,303

               o The University Internship Program (UIP) and the new Cooperative
                 Education Program (COOP) together enroll almost 1,000 students each
                 year. Both programs integrate academic coursework with periods of
                 supervised, relevant experiences in the workplace. UIP internships
                 last only one quarter, while COOP positions can last from one to three
                 years. In 2005-2006, UIP enrolled 965 students. Three-quarters of the
                 internships were paid, with an average hourly wage of just over
                 $10.80. More than 700 companies hired interns in 2005-06, up from
                 630 in 2004-05.

               o Several colleges also maintain their own internship programs, separate
                 from UIP. The number of college-based internships has held steady
                 over the past two years after recovering from the economic downturn
                 in 2002-2004.
                         2006 PERFORMANCE REPORT
                                DePaul University
                                       Table 1.2
                          College-based Internships, 2003-2006

College         AY          Summer       AY           Summer       AY          Summer
                2003-04     2003-04      2004-05      2004-05      2005-06     2005-06
Commerce           194          72          228          88           205         136
CTI                114          62          113          60            93          21
Education            5           1           34           1             7           0
Liberal            349          58          349          65           396          52
Theatre            43             0          34            0           36            0
Music               0             0           6            1           10            0
Barat               1             1           6            0            0            0
 Total             706          194         770          215          747          209

       •   Interpretation of performance: The experiential learning requirement
           engages students in the first-hand discovery of knowledge through
           observation and participation in activities, most often in field-based settings
           outside of the classroom. This perception-based learning and observation is
           supported by theory-based information. In these courses, students will search,
           order, compare, and analyze information which will result in the discovery of
           knowledge about issues, problems, ideas, and communities, as well as their
           personal and intellectual relationship to the same. (From course catalog)

   b) Indicator: Research related to economic growth and activity
      • Performance goal: DePaul personnel will actively engage in research that is
         consistent with its mission and that supports the economic status of the state.

       •   Data and documentation: Proposal activity has been on the increase at
           DePaul for the past four years. As the following graph indicates, the number
           of proposals submitted has increased an average of 22 percent each year since
           2001, and the number of dollars requested has increased an average of 48
           percent per year over the same period, to more than $72 million in 2004-2005.
           Grant awards are not yet reflecting this growth, in part because of decreasing
           availability of grant dollars at the federal, state, and municipal levels.

       •   Interpretation of performance: The continued research activity of the
           university supports the scholarship of its personnel and the economic vitality
           of the state.
                       2006 PERFORMANCE REPORT
                               DePaul University
                                     Table 1.3
                  External Grant Activity 2000-02 through 2004-05

                                  2000-01    2001-02    2002-03    2003-04      2004-05
Research Grants
 Total Grant Applications           147         86         105        134           161
 Total Grants Awarded                91         51          49         64            54
Agency Funding (in Millions)
 Dollars Applied for                $26        $22         $55        $68           $72
 Dollars Awarded                    $16        $12          $7        $14           $13

   c) Indicator: Scholarship related to economic growth and activity
      • Performance goal: To publish and present research at a level appropriate for
         a university that places the “highest priority on programs of teaching and

       •   Data and documentation:
             o Data for the three most recent years as reported by the faculty of the
                 College of Commerce, which has increased its production of research
                 related to the theory and practice of business:

                                     Table 1.4
                  Faculty Scholarship for the College of Commerce

                             2003-04                 2004-05              2005-06
Articles                       105                      86                  113
Books                           11                       8                   15
Book chapters                   21                      24                   34
Business cases                   4                       4                    6
Compilations                    13                       3                    7
Manuals                          9                       5                    7
Patents                          3                       0                    1
Presentations                  160                     183                  187
Proceedings                      8                      22                   23
Research grants                 31                      32                   30

       •   Interpretation of performance: The College of Commerce is one of
           DePaul’s primary sources of research related to economic growth. Its mission
           statement says: “The mission of the College of Commerce is to be a leader in
           the discovery and development of skills and knowledge as it relates to
           business and its global role…The College focuses its teaching and research on
           both the current business setting and important future issues.”

   d) Indicator: Goals of DePaul University’s new strategic plan
      • The university has set six goals to achieve between 2006 and 2012:
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                         DePaul University
        o Enrich academic quality.
        o Prepare students to be socially responsible future leaders and engaged
        o Be a model of diversity.
        o Selectively increase enrollment.
        o Strengthen financial position.
        o Further institutionalize DePaul’s Vincentian and Catholic identity.
•   Performance goal: Make progress on the goals listed above.
    Accomplishment of these goals will be measured in many ways, including,
    but are not limited to:
        o The number of learning outcomes from internships, co-ops, and
            experiential learning.
        o The number of students going to graduate school.
        o Retention and graduation rates.
        o Quality of student applicants.
        o Placement of graduates.
        o Bar pass rates (College of Law).
        o Measures of career outcomes.
        o Measures of job preparation.

•   Data and documentation: This strategic plan was just approved in 2006, so
    no results are available yet.

•   Interpretation of performance: The goals of “enriching academic quality,”
    “preparing students to be socially responsible future leaders,” and “selectively
    increasing enrollment” will have a direct impact on the economic growth of
    the State of Illinois. The vast majority of DePaul University’s graduates stay
    in Illinois, so their success will help improve the economic growth of the
                        2006 PERFORMANCE REPORT
                                 DePaul University

POLICY AREA TWO: Higher education will join elementary and secondary education to
improve teaching and learning at all levels.

Fiscal Year 2006 Accomplishments
The DePaul School of Education faculty, along with the Chicago Public Schools’
Department of Librarians, participated in professional development provided by the
Adventure of the American Mind (AAM) project. This federally funded project is
designed to prepare in-service classroom teachers to access, use, and produce curriculum
utilizing the digitized primary source materials from the Library of Congress American
Memory Web site. To date, 700 K-12 teachers at 41 public and private schools
throughout Chicago’s inner city have participated in this professional development

The Institute for Teacher Development and Research focused its activities on developing
a Social Justice Schools Network involving a diverse group of schools and school
programs in Chicago. The institute held a series of workshops and meetings featuring
presentations by vital educators and social researchers with expertise in school
development and the preparation of teachers with the tools to put into practice the
principles of social justice education in their teaching.

The LINK-INitiative (Learning, Inquiring, Networking, and Knowing through
Integration, Innovation, and Induction) project, funded by a grant from the Chicago
Community Trust, completed its first full year of implementation. The project’s goal is
to improve education through the development of partnerships between DePaul
University and six Professional Development Schools (PDS). The Professional
Development Schools seek to prepare teacher candidates and to support faculty
development and inquiry aimed at enhanced classroom practice and student learning.
Faculty from the schools of Education, Liberal Arts & Sciences, Theater, and Music have
been involved in professional development activities through the PDS network, including
individual teacher lesson design and coaching, small group and cross-network study
groups, workshops and seminars, and network meetings.

Fiscal Year 2007 Plans
The LINK-INitiative project will hold its fourth Summer Leadership Institute in August
2006 in preparation for the upcoming year. Through the institute, participants from PDS
schools team up with DePaul faculty and administrators to plan professional development
activities for the coming academic year. Teachers in the PDS schools have begun to
develop classroom-based action research projects designed to help them reflect on and
improve their own teaching practice; they will continue this work in the upcoming
academic year. As the project enters its second year, School of Education (SOE) faculty
plan to develop and implement a research agenda focused on improving pre-service
candidate preparation, enhancing teacher quality, and increasing student achievement.
Creating more opportunities for direct school-to-school networking in order to build more
                           2006 PERFORMANCE REPORT
                                    DePaul University
   coherent relationships across the PDS schools is also planned in the 2006 – 2007
   academic year.

   Fiscal Year 2006 Challenges
   DePaul’s SOE continues to face intense competition for partnerships (25 other Chicago-
   area universities also seek partnerships and placement opportunities). Therefore, the
   SOE continues to work diligently to increase partnerships with various schools, school
   districts and educational institutions, particularly in geographic areas of high need (e.g.,
   south side of Chicago). The Office of Student Teaching and Field Experiences also is
   channeling its efforts towards placing greater numbers of student teachers in schools in
   areas of high need.

   Last year, the SOE met with several area community colleges to discuss the possibility of
   2 + 2 articulation agreements. To date, the SOE has signed agreements with four
   community colleges (Elgin, Oakton, College of DuPage, and Harper), which will position
   the SOE to remain competitive with other four-year state institutions in the area.

                               Common Institutional Indicators

      a) Performance indicator: Initial teacher certification

      b) Institutional goal(s) for this indicator: Maintain target of 500 – 600 students
         completing requirements annually.

      c) Data and documentation:

                                        Table 2.1
      Annual number of undergraduate students completing requirements for initial
                        teacher certification by certificate area

                                                               Academic Year
Certificate Area                       2003-04       2004-05           2005-06 *
Early Childhood Education                   32              13              16             15
Elementary Education                       275             212             245            233
Secondary Education                        220             140             213            202
Special Education                           42              22              30             33
Bilingual/Bicultural Education               7               5              12             13
Physical Education                          16              10              15             16
      Total                                592             402             587            568
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                                DePaul University
 Does not include summer graduates since these counts were not available by the report

    •   Interpretation of performance: Sustaining the quality of teacher preparation
        programs and the supply of graduates remains a critical goal of the School of
        Education. Successfully meeting this goal depends on several key strategies:
           o Strengthening the relationship between the School of Education and the
               university’s division of Enrollment Management to develop marketing
               strategies for target markets.
           o Continuing to develop and implement SOE recruitment and marketing
               strategies through publications, telemarketing, open houses and target
           o Establishing an ongoing and systematic process of enrollment
               management, information gathering and analysis, including determining
               appropriate program-level enrollment growth rates to support the school’s
               enrollment targets.
           o Broadening relations with external districts, organizations and
               constituencies, including developing an alumni/external advisory board for
               graduate education.
           o Enhancing relationships with community colleges with which DePaul has
               developed articulation agreements to increase the number of new transfer
               students to the SOE.
           o Developing and implementing a comprehensive software system that will
               track SOE students’ academic progress, advising information, and external
               data related to requirements for teacher certification.
           o Offering summer courses at discounted rates for practicing teachers and
               administrators in both public and private Catholic schools.
           o Building new and strengthening extant relationships with School of
               Education alumni to assist in recruiting teachers to pursue second
               certificate programs.
           o Forming strong relationships with teachers in diverse areas of Chicago to
               recruit a more diverse undergraduate student body through the Golden
               Apple Teacher Education (GATE) program and the Pathway Scholars
           o Supporting the SOE Academic Support Center, established in September
               2005, which provides education students with academic instruction in test-
               taking skills and strategies to help them prepare for state and national
               standardized tests, reading, writing, and study skills, and tutoring in
               English, math, and science.
                    2006 PERFORMANCE REPORT
                            DePaul University

a) Indicator: Partnerships with local schools

•   Performance goal: Maintain or exceed the activity level of the previous year.

•   Data and documentation: During the 2005 – 2006 academic year, 38 DePaul
    University students were placed in Professional Development School sites for
    their student teaching experience, as follows:

       o Public Schools
            Alcott Elementary School
            Oscar Mayer Elementary School
            Prescott Elementary School
            Glenview District 34 (8 schools): The DePaul/Glenview Clinical
            Model Teacher Preparation Program is a collaboration that provides a
            three-year sequence through which teacher candidates earn an
            elementary teaching certificate and a master’s degree in Teaching and
            Learning. Teacher candidates participate in the Glenview Public
            School District as an intern for the first year and as a resident teacher
            for the following two years.

       o Private, Catholic Schools
            Alphonsus Academy and Center for the Arts
            Schools of St. Benedict – elementary, middle school, high school

       o Partner schools in field/clinical network: The Office of Field
         Experiences has developed a network of partner schools in which DePaul
         University students are placed for their field/clinical experiences prior to
         student teaching. During the 2005 – 2006 academic year, office staff
         substantially overhauled the field experience network school list and
         began forging deeper and more meaningful partnerships with various
         schools and school districts. In addition, the office, in conjunction with
         SOE faculty, is working towards building partnerships outside of the
         Lincoln Park/DePaul area, particularly in schools on the south and west
         sides of the city. Moreover, the initiative to reach out to Catholic schools
         and the Archdiocese of Chicago continues.
                         2006 PERFORMANCE REPORT
                                 DePaul University

                                     Table 2.2
               Number of partnering schools by type and academic year

                                            Academic Year
School Type                                  2002 -     2003 -         2004 -      2005-
                                             2003      2004            2005        2006
High Schools                                   39         40             51          42
Middle Schools                                 14         17             18          17
Elementary Schools (may include
grades 6 – 8)                                 113         145           182         180
    Total                                     166         202           251         239

                                    Table 2.3
            Number of SOE graduates by degree type and gender/ethnicity
                           (2005 – 06 academic year)*

               Gender/Ethnicity                               Degree Type*
 Gender                                         Bachelor’s        Master’s        Ed.D.
     Male                                              38              77             2
     Female                                           147             320             3
     African-American                                    20             15             0
     Asian/Pacific Islander                              16             18             0
     Hispanic                                            23             17             1
     Native American                                      2              1             0
     White/Caucasian                                    113            305             2
     Unknown                                             11             41             2
 Total                                                  183            397             5
      Does not include summer graduates since these counts were not available by the
     report deadline.

            o Number of tuition vouchers DPU provides to teachers for professional
              development: A total of 90 cooperating teachers requested vouchers
              during Academic Year 2005 – 2006. To date, 13 vouchers have been

 •       Interpretation of performance:
            o Data on student placement in schools for field/clinical experiences
                indicates a slight decrease from Academic Year 2004 – 2005 in the
                number of schools with which the School of Education has developed
                partnerships. DePaul’s commitment to developing university-school
                partnerships is evident in its continuing involvement with the professional
                development schools and growing efforts to cultivate partnerships with
            2006 PERFORMANCE REPORT
                    DePaul University
  public and private Catholic schools in Chicago, particularly in geographic
  areas of high need (e.g., south side of Chicago) and neighboring suburban
o Data on student gender and ethnicity indicate that most degrees granted by
  the School of Education tend to be at the master’s level while most
  bachelor’s and master’s degree recipients are female. Caucasian students
  continue to be over-represented on both the undergraduate and graduate
  level, while students of color continue to be under-represented. The
  absolute number of graduates of color has declined from last year’s
  numbers, which provides further evidence of the need for the SOE to
  focus recruitment efforts on attracting a more diverse student population.
o Most recently, efforts have been directed towards creating venues to
  support the development of minority students’ research skills so as to
  assure higher rates of completion of the dissertation.
                        2006 PERFORMANCE REPORT
                                DePaul University

POLICY AREA THREE: No Illinois citizen will be denied an opportunity for a
college education because of financial need.

Fiscal Year 2006 Accomplishments

DePaul’s appeal grant program to assist undergraduate students at risk of leaving school
for financial reasons helped 360 students with financial need continue their
undergraduate studies in FY06. The continuation of the appeal grant (implemented in
FY05) has enabled the Office of Financial Aid to better monitor the types of students at
risk and to anticipate potential trends. DePaul provided close to $1.4 million in funding
for the initiative this year.

Fiscal Year 2007 Plans

In 2006, DePaul’s Division of Enrollment Management funded and staffed a new
position, associate director for Financial Literacy, to assist DePaul students in
understanding and navigating the financial component of college, including money
management. The goal of this position is to develop a comprehensive financial literacy
program that will help all DePaul students fully understand how their academic choices
can impact the total cost of earning a degree, as well as train them in the basics of good
money management, including the difference between good and bad debt. Housed in the
Career Services Center, the associate director for Financial Literacy will work with the
Office of Financial Aid to identify at-risk students who may benefit from individual
counseling about budgeting, debt and personal finance issues.

Fiscal Year 2007 Challenges

DePaul students face ever-changing award offers for FY07 due to last-minute
modifications to federal Title IV programs (the implementation of the SMART and ACG
grants) and state grants (the increase in MAP awards and the new MAP PLUS program).
The staff of DePaul’s Office of Financial Aid faces a challenge in evaluating how these
new programs, some of which are funded for only a year, will impact students’ financial
opportunities in the next few years. Counseling students on how the programs will fit into
their overall cost of attendance for the length of their education will be a delicate task.

                         MISSION-SPECIFIC INDICATORS

   a) Indicator: Financial aid provided to undergraduates
         o Dollars, undergraduate financial aid
         o Dollars administered by DePaul for financial aid
         o Percentage of students receiving financial aid

     •     Performance goal: Maintain current levels.
     •     Data and documentation
                            2006 PERFORMANCE REPORT
                                    DePaul University

                                           Table 3.2
                               Financial Aid for Undergraduates

Indicator                                               2003-04           2004-05            2005-06
Total dollars, undergraduate financial aid        $151,853,000       $167,876,000    $175,832,887
Total dollars administered by DePaul for
                                                    $46,574,000       $54,755,000      $57,764,366
financial aid (Institutional Aid)
Percentage of students receiving financial aid             61%                68%                61%
Undergraduates employed by DePaul                         1,676              1,935              1,940

      •     Interpretation of performance: The financial aid available for DePaul
            undergraduates continues to increase and provide mission-related opportunities
            for a large proportion of our students. The several thousand students employed
            gain valuable work experience in addition to needed financial support.

  POLICY AREA FOUR: Illinois will increase the number and diversity of citizens
  completing training and education programs

  Fiscal Year 2006 Accomplishments
  The Princeton Review, in its annual survey of the best colleges and universities in the
  United States, ranked DePaul No. 1 in the nation in the “Diverse Student Population”
  category. The ranking was the result of a survey of more than 115,000 college students
  nationwide at 361 top schools. It is featured in the 2007 edition of the Princeton Review’s
  annual college guide, “The Best 361 Colleges.” This is the fourth year in a row that
  DePaul’s diversity has been ranked in the nation’s top 20 according to this survey.

  According to the profile of DePaul in the guide, students raved about the “very diverse
  campus.” The guide states that: “undergraduates tell us that ‘everyone gets along with
  each other remarkably. There are open gay/lesbians, African Americans, Caucasians,
  Asians, and people of all different races who all accept each other for who they are.’” The
  guide also cited DePaul’s strategic partnerships with Latino organizations.

  In July, the university once again was prominent in the 2006 Diverse Issues in Higher
  Education rankings of the 100 top minority degree-producing institutions. DePaul was
  ranked in 28 different categories, scoring among the nation’s top 25 in nine of them. The
  university scored highest in the graduate rankings for computer and information sciences
  degrees. DePaul’s School of Computer Science, Telecommunications, and Information
  Systems ranked in the top six in the nation in four different categories, including the
  number of total minority master’s degree recipients (No. 3), total Asian master’s degree
  recipients (No. 3), total Hispanic/Latino master’s degree recipients (No. 3) and total
  African American master’s degree recipients (No. 6).
                        2006 PERFORMANCE REPORT
                                 DePaul University
For the 2005-2006 academic year, 32 percent of DePaul’s undergraduates were minority
students, and nearly 30 percent of freshmen were first-generation college students, from
households where neither parent has a college degree.


Completions by race/ethnicity

Source: IPEDS Degrees Conferred Survey. [Supporting data available on the IBHE Web
       site.] Institutions are not required to submit additional data.

   •    Institutional goal(s) for this indicator: DePaul University will exceed national
        norms and attain leadership in diversity as set forth by our strategic plan, VISION
        twenty12. Goal 3 of VISION twenty12 states that DePaul University will be a
        “Model of Diversity in Higher Education.” Recruitment, retention, and success of
        students, faculty and staff of diverse backgrounds are objectives of this goal.

   •    Brief interpretation of institutional performance and related implications:
        While first- and second-year retention of African Americans and Hispanics are
        comparable to Caucasians, there remains progress to be made in four-year
        graduation rates.

                          MISSION-SPECIFIC INDICATORS

   a) Indicator: Completions by disability status

    •   Performance goal: Maintain current levels.

    •   Data and documentation: The information on students with disabilities is self
        reported and figures may not accurately reflect the true representation of this
        portion of the student population. In 2005-2006, DePaul began collecting
        graduation data on students with disabilities as identified by their participation in
        the Productive Learning Strategies (PLuS) Program.

        Students with disabilities may participate in the PLuS Program. PLuS students
        take regular DePaul courses; no special courses for students with LD and/or
        AD/HD are offered. Students may choose to work with a PLuS clinician (LD
        specialist) for one or two hours per week. The focus of those sessions is on
        remediation of basic skills, instruction in compensatory strategies and study skills.
        PLuS offers the following accommodations and services:
            o alternate DePaul University placement testing
            o exam proctoring (for extended time or alternate means of expression on
            o priority registration
            o advocacy
            o updating of diagnostic testing
                      2006 PERFORMANCE REPORT
                              DePaul University
          o weekly sessions with a PLuS clinician (LD specialists with at least a
            MA/MS degree in Learning Disabilities; please note that because
            availability of clinicians is limited, students may be placed on a waiting
            list for this specific service)

                                        Table 4.1
                                       PLuS Data

Academic Year    Total Number of Students       New Students             Graduates
 2004-2005                  211                       89                     46
 2003-2004                  175                       52                     28
 2002-2003                  146                       37                     15
 2001-2002                  132                       55                     12

  b) Indicator: Retention of undergraduates by ethnicity

   •   Performance goal: DePaul will work to move the four-year graduation rate of
       African Americans and Hispanics to be closer to those of Caucasians and Asians.
                   2006 PERFORMANCE REPORT
                           DePaul University
    Consistent with its mission, DePaul will work to achieve appropriate levels of

•   Data and documentation:

       o Continuing the university’s longstanding commitment to a diverse student
         body, minority students make up 32% of the undergraduate student
         population at DePaul University. Latinos represent 13.2% of the
         undergraduate student population, Asian/Pacific Islanders represent 9%,
         African Americans represent 9.8% and Native Americans represent 0.3%.
         From 1995 to 2005, minority student enrollment at DePaul grew by 52%.
       o In keeping with DePaul’s mission to expand access to education, 30% of
         the 2005 freshman class is first-generation college students (Enrollment
         Management, 2006). Currently about 20% of DePaul’s freshmen will be
         the first in their families to earn college degrees. In the fall of 2005, 24%
         of all freshmen qualified for Pell grants, which are awarded to students
         from low-income families.
       o DePaul is a national leader in the number of bachelor’s and master’s
         degrees awarded to students of color in several disciplines. Diverse Issues
         in Higher Education magazine named DePaul one of the top 100 colleges
         for total minority baccalaureate degrees awarded. DePaul was ranked 7th
         for total graduate degrees conferred on students of color, 12th for total
         computer and information science degrees awarded to undergraduates of
         color and 15th for total business degrees awarded to undergraduates of
         color (Enrollment Management, 2006).

                                Table 4.2
       Fall Undergraduate Enrollment by Gender and Race/Ethnicity

                                2003               2004               2005
                           Male Female        Male Female         Male Female
African American             431 1,080          411 1,039           434 1,016
Asian-Pacific                661   696          642   681           659   668
Hispanic/Latino              649 1,207          676 1,240           707 1,241
Native American               13    29           11    38             9    34
White/Caucasian            3,875 4,875        3,919 4,956         3,941 4,842
Unknown                      499   570          522   582           552   637
   Total                   6,128 8,457        6,181 8,536         6,302 8,438
                                    2006 PERFORMANCE REPORT
                                             DePaul University

                                              Table 4.3
                             Fall Undergraduate Enrollment by Race/Ethnicity

                                             2003                      2004                          2005
African-American                             1,511                     1,450                         1,450
Asian-Pacific                                1,357                     1,323                         1,327
Hispanic/Latino                              1,856                     1,916                         1,948
Native American                                 42                        49                            43
White/Caucasian                             8,750                      8,875                         8,783
Other                                          242                       250                           209
Unknown                                        827                       854                           980
   Total                                    14,585                   14,717                         14,740

                                               Table 4.4
                 Entering Freshmen First- through Fourth-Year Status, by Race/Ethnicity
Nat. Amer.                   First Year               Second Year       Third Year*                          Fourth Year
Cohort       N        SA      IP     INP       SA      IP     INP      SA         IP         INP    GR       SA      IP    INP

2001             4   25.0    75.0     0.0      25.0   75.0     0.0    25.0       75.0        0.0    25.0     0.0    75.0   0.0

2002             7   71.4    14.3    14.3      42.9   28.6    28.6    42.9       28.6        14.3

2003             6   100.0   0.0      0.0      83.3   16.7     0.0
2004             7   76.4    18.2     5.5

Afr.-Amer.                   First Year               Second Year       Third Year*                        Fourth Year
Cohort       N        SA      IP     INP       SA      IP     INP      SA         IP         INP    GR       SA      IP    INP

2001         164     85.4    6.7      7.9      71.3    9.8    18.9    64.6       11.6        23.2   27.4   28.7     17.7   26.2

2002         216     80.6    7.4     12.0      67.6   13.4    19.0    61.1       17.6        19.9

2003         194     88.7    6.7      4.6      72.7   13.4    13.9

2004         167     83.8    7.2      9.0

Asian                        First Year               Second Year              Third Year*                   Fourth Year
Cohort       N        SA      IP     INP       SA      IP     INP      SA         IP         INP    GR       SA      IP    INP

2001         205     84.4    11.7     3.9      76.6   17.1     6.3    74.1       17.6        7.8    44.9   25.9     20.5   8.8

2002         255     90.6    4.7      4.7      80.0   12.2     7.8    73.3       16.1        9.0

2003         200     89.5    8.0      2.5      79.8   15.2     5.1

2004         189     88.4    8.5      3.2
                                     2006 PERFORMANCE REPORT
                                               DePaul University

Hispanic                   First Year                  Second Year                 Third Year*                    Fourth Year
Cohort       N      SA        IP        INP    SA        IP      INP        SA      IP           INP    GR      SA       IP      INP

2001         286    85.3      7.3        7.3    74.1      12.9       12.9   68.9         15.7    15.0   31.8     33.6     18.9   15.7

2002         344    85.2      8.7        6.1    75.9      11.9       12.2   70.0         15.2    14.3

2003         324    85.8      6.8        7.4    73.4      14.9       11.8

2004         350    83.7      9.4        6.9

Foreign                    First Year          Second Year                   Third Year*                         Fourth Year
Cohort       N      SA         IP        INP    SA         IP        INP     SA          IP      INP     GR       SA      IP     INP

2001         21     66.7      33.3       0.0    66.7      33.3       0.0    66.7         33.3     0.0    33.3    42.9     23.8    0.0

2002         21     71.4      28.6       0.0    61.9      38.1       0.0    42.9         42.9     0.0

2003         26     73.1      23.1       3.8    69.2      23.1       7.7

2004         23     95.7      4.3        0.0

Caucasian                   First Year           Second Year                       Third Year*                  Fourth Year
Cohort       N       SA        IP        INP    SA         IP        INP     SA          IP      INP     GR       SA      IP     INP

2001        1,242   80.8      14.5       4.7    72.3      21.2       6.5    68.9         23.0     7.2    46.3    19.2     26.8    7.6

2002        1,271   81.6      13.0       5.4    74.0      18.8       7.2    70.4         19.1     8.3

2003        1,381   82.6      13.6       3.8    72.6      21.6       5.9

2004        1,425   84.1      12.4       3.6

*3rd year rates may not add upto 100%. Students graduating in the 3rd year are      excluded
SA – Still Actively Enrolled
IP – Inactive Passing
INP – Inactive Not Passing
GR – Graduated

       •    Interpretation of performance: Continuing to work to improve the success of
            students of all ethnicities will enhance the diversity of our culture and is
            consistent with our mission and our strategic plan.

c) Indicator: Percentage of full-time faculty by race, ethnicity

       •    Performance goal: Initiate programs to achieve progress toward “Be a model of
            diversity,” the fourth goal of VISION twenty12, our strategic plan.
                     2006 PERFORMANCE REPORT
                              DePaul University
•    Data and documentation:

                                     Table 4.5
                            Faculty and Staff Workforce Data

    Full-time faculty by race/ethnicity
                                 2002-03        2003-04        2004-05        2005-06
    African American                    58           60             61             53
    Asian-Pacific                       53           66             64             66
    Hispanic/Latino                     44           47             47             45
    White/Caucasian                   615           645            660            659
    Native American                      1            2              1              2
    Other                                4            4              6              9
    Total                             775           824            839            834

    Full-time staff by race/ethnicity
                                 2002-03        2003-04        2004-05        2005-06
    African American                   277          252            229            238
    Asian-Pacific                       68           70             61             59
    Hispanic/Latino                    124          121            117            136
    Native American                      1            1              1
    Not Specified                        6           10             14              66
    White/Caucasian                    931          888            806             835
    total                            1,407        1,342          1,228           1,334

         o DePaul University also manifests its commitment to diversity by
           employing a diverse workforce.
         o African-Americans comprised 6.4% of the total faculty at DePaul in
           2005-2006, Hispanic/Latino faculty represented 5.3%, Asian-Pacific
           Islanders represented 8% and female faculty represented 41%. African-
           Americans comprised 18% of the total staff at DePaul, Latinos
           represented 10%, and Asian-Pacific Islanders represented 4.4 % of the
           staff employed in the 2005-2006 academic year.

•   Interpretation of performance: By our mission, DePaul University promotes
    inclusion, equity, and access to the diverse citizens of Illinois and beyond. Our
    mission includes a commitment to diversity and first-generation college students.
    Accordingly, we have chosen our mission indicators for Goal 4 to be enrollment,
    retention and graduation of diverse students, tracked by race, ethnicity, disability,
    and gender. We also believe that a diverse faculty and staff who reflect our
    student demographics will enable the university to maximize its performance,
    enriching the student experience and enhancing the quality and organizational
    performance of DePaul University.
               2006 PERFORMANCE REPORT
                       DePaul University
Effective practices include but are not limited to the following initiatives:
    o Office of Institutional Diversity
    o President’s Diversity Council
    o Sexual Harassment Policy Office
    o Office for Students with Disabilities
    o Women’s Center
    o Center for Latino Research
    o Center for Black Diaspora
    o Student Support Services Program
    o Office of Multicultural Student Affairs
    o S.T.A.R.S. (Students Together Are Reaching Success) Program
    o Cultural Center
    o Office of Diversity Education
    o Title IV, McNair Scholars
    o GEAR UP
    o Office of Community Outreach
    o Financial aid programs designed to increase student diversity
    o NCAA certification for compliance with Title IX
    o Explore and Discover Chicago: freshmen orientation courses which
        include a mandatory diversity component
    o Minority community outreach through various institutional centers,
        grants, and initiatives
    o Targeted admission recruitment to underrepresented groups
    o Office for International Students
    o Faculty development programs, including Faculty of Color Luncheon,
        Orientation, and travel and research opportunities
    o Participation in the DFI Fellows Program Board, Annual Conference and
        Job Fairs
    o LGBTQ (Lesbian/Gay/Bisexual/Transsexual/Questioning) Coordinator
    o Creation of a LGBTQ Minor
    o Mandatory Sophomore Multiculturalism Course
                        2006 PERFORMANCE REPORT
                                DePaul University

POLICY AREA FIVE: Illinois colleges and universities will be accountable for
providing high quality academic programs and the systematic assessment of student
learning outcomes while holding students to ever higher expectations for learning
and growth.

Fiscal Year 2006 Accomplishments

DePaul University has completed two major undertakings during the 2005-2006 fiscal

The first is the completion of VISION twenty12, DePaul’s strategic plan. Created over
the course of three and a half years by administrators, faculty, staff and students from
across the university, VISION twenty12 emphasizes academic enrichment by focusing
our energies on the creation of nationally recognized, rigorous academic programs.
Complementing the drive for academic enrichment are five additional goals: preparing
students to be socially responsible leaders, becoming a model of diversity, selectively
increasing enrollment, further institutionalizing our Vincentian and Catholic identity and
building a financially sound university. Through these actions DePaul remains resolute in
its mission to make an extraordinary education accessible to a diverse student population.

The second major accomplishment is the creation and vetting of a draft of the university’s
self-study prior to the reaccreditation visit by the Higher Learning Commission of the
North Central Association of Colleges and Schools (HLC/NCA) in January 2007. For the
past three years, faculty, staff, and students from across the institution have worked on
the university’s self-study. During the winter term the executive team reviewed the
document and suggested revisions. In the spring the document was made available online
for review by the university community. During the feedback period, 339 members of
the DePaul community reviewed the document and 16 provided comments. The result is
a self-study that documents the university’s strengths and the challenges that DePaul
faces currently and anticipates for the future.

Fiscal Year 2007 Plans

DePaul has begun implementing the challenging six-year strategic plan it has created.
The foremost and most significant area of the strategic plan is a broad focus on the
enrichment of academic quality. Two associate vice presidents from Academic Affairs
are communicating and implementing the plan across the university and developing
metrics to determine progress.

Once the self-study document is finalized in the fall, the university will make it available
not only to the HLC/NCA but also on DePaul’s public Web site. Additionally, DePaul
will place a notification in the local press inviting comments from individuals, which will
be shared with the accrediting agency.
                       2006 PERFORMANCE REPORT
                               DePaul University
Fiscal Year 2007 Challenges

The new strategic plan has inherent tension in that it calls on DePaul to raise academic
quality while simultaneously working toward an increased endowment and a lessening of
debt. This built-in tension will be a challenge to all within the university.


Extent to which institutional quality and effectiveness are recognized by graduates

               Questions from The College Student Report 2005 NSSE
      To what extent has your experience at this institution
      contributed to your knowledge, skills, and personal
      development in the following areas? (4-point scale)                Seniors
           Acquiring job or work-related knowledge and skills                2.94
           Thinking critically and analytically                              3.43
           Understanding people of other racial and ethnic backgrounds       2.90
           Developing a personal code of values and ethics                   2.79
           Contributing to the welfare of your community                     2.55
      How would you evaluate your entire educational experience at
      this institution? (Q13)                                                 3.30
      If you could start over again, would you go to the same
      institution you are now attending? (Q14)                                3.27

   a) Institutional goal(s) for this indicator: To maintain or improve ratings for the
      NSSE items listed above with special emphasis in the strategic plan being placed
      on the items regarding developing a personal code of values and ethics. However,
      given the longitudinal nature of education, enhanced results in this area are not
      expected to be substantial for three to five years. Trend data will be monitored.

   b) Brief interpretation of institutional performance and related implications:
      NSSE results were maintained or slightly improved for all items reported above.
      Increases ranged from 0.01 to 0.13. The largest increases were of 0.12 for
      developing a personal code of values and ethics and 0.13 for contributing to the
      welfare of your community. DePaul will monitor these items in future years to
      determine if these changes are simply normal variation or part of a trend.
                                     2006 PERFORMANCE REPORT
                                                 DePaul University
            Pass rates on professional/occupational licensure examinations relative to national

                                                          Pass Rate Information for Selected Exams:
                                             Number of Students Tested, Institutional Pass Rate & National Pass Rate
                                                  2003                        2004                       2005
                                            #      Pass Rate (%)      #        Pass Rate (%)       #       Pass Rate (%)
Field       Examination                  Students Inst’l Nat’l Students Inst’l Nat’l Students Inst’l Nat’l
            Illinois Bar Exam:
Law                                        165      75%      80%      179       84%     80%      204       84%     81%
            First-Time Takers, Summer
            U.S. Medical Exam,
Medicine                                   N/A       N/A     N/A      N/A       N/A     N/A      N/A       N/A     N/A
            Step 2
            National Dental Board
Dentistry                                  N/A       N/A     N/A      N/A       N/A     N/A      N/A       N/A     N/A
            Exam, Part II
            National Council Licensure
Nursing                                     9       56%      88%       23       96%     85%       23       96%     90%
            Exam, RN

               c) Institutional goal(s) for this indicator: Maintain 2005 levels.

                                         MISSION-SPECIFIC INDICATORS

               a) Indicator: Using appropriate faculty in classes to support undergraduate learning.

               •   Performance goal: Maintain current levels.

               •   Data and documentation:

                                                      Table 5.1
                                            Faculty and Course Statistics

            Percent of full-time faculty with terminal             88% (2003), 89% (2004), and (81%) 2005
            Class size                                             42.3% of classes have < than 20 students
            Percent of classes taught by graduate students         0.21%
            Percent of undergraduate programs requiring            100%
            internships, field experience, service learning
            or other experiential learning component

               •   Interpretation of performance: Smaller classes taught by qualified faculty
                   remains a core of the DePaul undergraduate experience.
                       2006 PERFORMANCE REPORT
                                DePaul University
  b) Indicator: Passage rate for professional exams.

  •    Performance goal: Maintain current levels.

                                   Table 5.2
   Percentage of First-Time Test-Takers Passing Some or All of the CPA Exam

                         2002                      2003                      2004
              DePaul        National      DePaul      National      DePaul      National
Undergraduate  60.4%          46.2%        48.0%        46.2%        48.0%        42.4%
Graduate       85.7%          53.7%        85.7%        66.3%        53.6%        52.3%

           o In both 2002 and 2004, DePaul's undergraduate and graduate accounting
             students did better than the national average. Furthermore, in both 2002
             and 2004, DePaul's masters' students were ranked in the top ten for
             passing all parts of the exam on the first time.

                                   Table 5.3
                      Human Resource Certification Pass Rates

                               DePaul University Pass
                                       Rate                  National Pass Rate

                              PHR Pass     SPHR Pass       PHR Pass      SPHR Pass
          Exam Window          Rate %       Rate %          Rate %        Rate %
      Dec 2005-January 2006     72%          56%             64%           56%
         May-June 2005          83%          72%             67%           58%
      Dec 2004-January 2005     76%          62%             64%           60%
         May-June 2004          83%          72%             67%           58%
             Dec-03             75%          71%             65%           57%
             May-03             70%          55%             65%           58%

  •    Interpretation of performance: DePaul is committed to offering high quality,
       professional education for working professionals in the Chicago area. To further
       this goal DePaul’s College of Commerce provides programs for students to meet
       their intellectual goals. In order to monitor this goal, DePaul strives to maintain
       or improve passage rates for licensure/certification exams for Certified Public
       Accountancy and Human Resources Professionals.
                      2006 PERFORMANCE REPORT
                              DePaul University

POLICY AREA SIX: Illinois colleges and universities will continually improve
productivity, cost-effectiveness, and accountability.

Fiscal Year 2006 Accomplishments

During fiscal year 2005-06, DePaul:
   • Approved and implemented a new, university-wide six-year strategic plan.
   • Created a one-stop student service center on the Lincoln Park campus.
   • Updated all ISO 9000 documentation within the Administrative Services Division
       to reflect new work processes.
   • Completed phase one of installation of new classroom technology.
   • Rolled out new general institutional compliance training.
   • Completed a project to improve the university’s management and security of
       private information.

Fiscal Year 2007 Plans

During FY 2006-07, DePaul will:
   • Implement a new, university-wide Web-based budget planning system.
   • Integrate financial services into the university’s new one-stop student service
       center in Lincoln Park.
   • Benchmark and establish effective long-term outreach objectives for University
   • Complete the second phase of classroom technology upgrades and installations.
   • Evaluate the effectiveness of space management and utilization.
   • Implement a new training Web site for university personnel.
   • Increase the number of quality assurance reviews conducted by the Institutional
       Compliance division.

Fiscal Year 2007 Challenges

DePaul’s ability to implement these plans may be impacted by:
   • Ability to maintain/improve enrollments.
   • Ability to maintain/improve student retention.
   • Implementation of the new strategic plan.
   • Conduct and successful conclusion of the HLC reaccreditation process.


Percent of first-time, full-time degree-seeking freshmen who complete their degree
within 150 percent of catalog time
                               2006 PERFORMANCE REPORT
                                        DePaul University
      Source: IPEDS Graduation Rate Survey. [Supporting data is available on the IBHE Web
       Six-Year Graduation Rate of Beginning     1996       1997        1998        1999
       Freshmen                                  63%        64%          61%        64%

          a) Institutional goal(s) for this indicator:
             Maintain a rate of at least 60-65% while remaining within the character of our
             mission and the goals of our students.

          b) Brief interpretation of institutional performance and related implications:
             While graduation in a timely manner is an important goal for traditional freshmen,
             many of our students are demographically different from the traditional cohort. In
             particular, lower-income and adult students may pursue their education on a part-
             time basis because of family and financial reasons.

                               MISSION-SPECIFIC INDICATORS

          a) Indicator: Proportion of transfers from Chicago and the surrounding area.

          •   Performance goal: Provide education to a significant proportion of transfers
              from Chicago and the surrounding area.

          •   Data and documentation: Transfer students continue to be a key part of our
              mission as we serve the metropolitan area. About two-thirds of our students are
              from the region, including those who enter with an Equivalent Experience (the
              School for New Learning enables students to earn academic credit for life
              experiences by demonstrating competency in various areas). It is our goal to
              continue to obtain a majority of our transfers from these sources.
                                               Table 6.1
                      Proportion of transfers by location, Fall 2000-Fall 2005

Transfer Institutions            2000       2001        2002       2003     2004      2005
Illinois Public Universities     10.1        9.5         6.1        7.9      8.2       7.7
Illinois Public Community
Colleges                         45.2       43.3        37.1       40.8     42.5      43.2
Illinois Private                  8.7        7.5         7.1        5.6      4.9       6.4
Out-of-State                     19.5       17.7        21.2       20.2     23.5      22.7
Equivalent Experience            11.0       17.3        18.6       17.1     19.5      18.6
Unknown                           5.6        4.6         9.8        8.4      1.3       1.2
                             2006 PERFORMANCE REPORT
                                      DePaul University
         •   Interpretation of performance: Enrolling transfers is a means to provide a
             broad range of educational opportunities that are inherent in our mission and
             consistent with our strategic plan.

         b) Indicator: Graduation rate of transfers

         •   Performance goal: Achieve levels of graduation that meet or exceed those of
             beginning freshmen.

         •   Data and documentation
                                          Table 6.2
                             Graduation Rates for Transfer Students

  Six-year Transfer
  Graduation Rate          2002(96)           2003(97)          2004(98)           2005(99)
Sophomore                    56%                56%               57%                63%
Upper Level                  71%                71%               73%                71%

         •   Interpretation of performance: It is important that those who enter have a
             successful experience, which for many involves receiving a bachelor’s degree
             within a reasonably short period of time. It is our goal to continue to have
             graduation rates for these transfers at or above the graduation rates for
             matriculating freshmen.

         c) Indicator: Increase service-based learning

         •   Performance goal: Continue growth in service-based learning that is consistent
             with our strategic plan and appropriate with our resources.

         •   Data and documentation
                                           Table 6.3
                           Service-Learning Courses and Enrollments

                                                2002-03    2003-04      2004-05     2005-06
Number of Service-Learning Courses offered        105        114          124         173
Enrollment in Service-Learning Courses          1,769      1,653        1,901       2,589

         •   Interpretation of performance: Community service-based learning allows our
             students to experience the City of Chicago as their campus. It is tied into our
             mission as a Catholic, Vincentian, and urban teaching university. It is our goal to
             continue to increase the number of community service-based learning courses and
             the enrollments in these courses
                   2006 PERFORMANCE REPORT
                           DePaul University

d) Indicator: Enrollment of first-generation students

•   Performance goal: Have at least one-third of our beginning freshmen students in
    the category of first-generation students.

•   Data and documentation

                                  Table 6.4
First-Generation Students as a Percentage of the Fall Entering Freshman Class

                                           2002         2003      2004      2005
First-Generation as % Fall Freshmen        38%          41%       27%       33%

•   Interpretation of performance: As part of our mission, DePaul maintains a
    special commitment to first-generation students.
                        2006 PERFORMANCE REPORT
                                 DePaul University
                                      Appendix A
                                  Assessment Initiative

Since January 2003, the Student Affairs Division at DePaul University has engaged the
university community in a process to define and shape the “DePaul Student Experience.”
As a result, the division developed a long-range strategic plan that includes goals and
strategies to support and enhance a successful student experience at DePaul. Included in
the division’s strategic plan for the 2004-2005 academic year was an integrated
assessment initiative designed to measure the day-to-day operations of the division, as
well as the division’s impact on student learning, engagement and involvement.

The three overarching goals of the assessment initiative are to focus on data-driven
decision making, promote continuous improvement and understand how the division
contributes to student learning. The assessment initiative is directly linked to the
division’s mission. Based on the mission, the division has determined critical
environmental factors that need to be in place to support student success at DePaul.
These critical factors are referred to as success factors and constitute programs, services
and collaborations that support the mission.

The 14 departments in Student Affairs each contribute to some subset of the success
factors. Departments demonstrate contributions through their key activities. Key
activities define what each department does on a day-to-day basis and measure
department performance throughout the academic year. Key activities are measured
according to cost, magnitude, satisfaction, and learning outcomes.

In addition to evaluating key activities, each department is asked to assess one aspect of
one key activity. The assessment question is designed to help the department understand
how students are learning, engaged, or involved in departmental programs and services.
The following diagram illustrates the division’s assessment initiative:
                        2006 PERFORMANCE REPORT
                                DePaul University

                            Division of Student Affairs Mission

           Success Factors: Programs, services & collaborations in support of mission

           Department Key Activities                     Measures:
                                                         Learning Outcomes

           Department Assessment Question                Measures: How are students
                                                         learning, engaged or involved?

B. Support Structures
Since university-wide collaboration is critical to the success of the assessment initiative,
collaborative relationships have been established with the Office of Institutional Planning
and Research (OIPR) and the Office of Teaching, Learning and Assessment (OTLA).
Additional support comes from the Student Affairs assessment and research coordinator
and the Student Affairs Assessment Committee.

C. Outcomes
The division has made substantial progress toward accomplishing the goals established
for the assessment initiative. The following is a brief outline of accomplishments through
June 2006:
    1) Collected information regarding existing departmental databases across the
    2) Developed technological tools to collect departmental and divisional data more
    3) Constructed and implemented the Student Affairs Assessment Committee.
    4) Collected two years of data related to key activities and assessment questions.
    5) Utilized data to inform resource allocation decision-making (university budget
    6) Participated in annual teaching, learning and assessment processes.
    7) Provided data for the North Central Association (NCA) self-study and the
        university-wide strategic planning process.
                       2006 PERFORMANCE REPORT
                               DePaul University
D. Next Steps
The following projects are continuing to move the assessment initiative forward:
   1) Incorporate division-wide data definitions and enhance technological tools to
       create more consistency in the collection of data across the division.
   2) Develop and implement communication tools to share assessment progress and
       results with the division and university community.
   3) Expand assessment training workshops to assist departments in assessment efforts
       and increase professional skills related to assessment.

                                       Sample Data

A. Division-Wide Key Activity Data (Metrics)
                                                               2004-2005    2005-2006
Paid Student Staff Employees                                   214          229
Student Leader Positions Supported by Division                 273          347
(Community) Service Opportunities Offered by Division          445          483
(Community) Service Hours Performed                            22,030       21,575
Students Utilizing University Counseling Services              613          656
Student Code or Policy Violations                              1057         795
Incidents of Students Involved in Code or Policy Violation     861          1396

B. Assessment Projects
Questions: Of the 13 assessment questions posed by Student Affairs departments during
the 2005-2006 academic year, seven (54%) focused on learning, three (23%) focused on
satisfaction and three (23%) focused on impact. The following is a sampling of
assessment questions:

   1. What specific knowledge and applicable leadership skills do students value most
      as a result of completing the “Certificate in Leadership Development?”

   2. What do first-year students involved in the Students Together Are Reaching
      Success (S.T.A.R.S.) program learn as a result of their participation?

   3. What is the level of satisfaction of students who go through the late
      withdrawal/erasure appeal process and what is the degree of academic success
      following the appeal?

   4. What impact do resident assistants have on the residential community?

   5. What is the prevalence and psychological sequelae of sexual abuse in our client
                        2006 PERFORMANCE REPORT
                                DePaul University
Results – The following is a brief summary of two Student Affairs assessment projects:

1. The Office of Academic Enhancement (OAE) assessed to what degree first-year
students were able to articulate the “Common Hour” learning goals in Discover Chicago
courses and in what ways the Common Hour curriculum was helpful in their transition to
college. Students participating in Discover Chicago were asked to write a course
assignment sharing how the course had assisted in their transition. A representative
sample of assignments was selected and a document analysis method was utilized to
extract common themes from the papers.

The department found that students were able to articulate the purpose of the “Common
Hour” and how it supported them in their transition. Using qualitative data, the following
four themes were revealed:
   • Transition - “Discover Chicago is a great way to meet new people who are in the
        same boat as you, familiarize yourself with the city and DePaul, and help make
        your transition a whole heck of a lot easier!”
   • Self-management - Select quotes reflect on the journey to self-management,
        which includes decisions on time and financial management, “partying,” and
        awareness of personal growth students have made within their first quarter at
   • People, relationships, diverse community – “The Discover Chicago class,
        however, helps make students more comfortable working with people much
        different than them, and teaches the students the importance of diversity.”
   • Charting your course - “Common Hour also helps you greatly with deciding
        which direction to go in with your education. The class helps you find out what
        you are interested in and how you can reach your goals.”

While many of the papers read were overwhelmingly positive, there were a few students
who said that Common Hour material was “busy work” or a “rehash” of what they
already learned. As a result, OAE will continue to develop lesson plans that allow
students to be introduced to topics and think critically about the material. OAE also will
continue to work with teaching teams to brainstorm “best practices” in order to address
these concerns.

As a result of this assessment project, the OAE will continue to provide students with
opportunities to learn about themselves, create awareness of campus resources and
mechanics, and expose students to a variety of community and cultural experiences.

2. University Ministry assessed the learning that occurs as a result of student
participation in spring break service immersion trips. With the combined lens of both
quantitative (survey) and qualitative (focus group) data, some clear themes emerged
about student learning as a result of the immersion experience. The data about the
students’ experiences indicate a positive impact in four primary areas:
                • greater knowledge about the site and population served (knowledge)
                • a stronger appreciation of one’s own privilege/gratitude (attitude)
                       2006 PERFORMANCE REPORT
                                DePaul University
               •   a greater awareness about the poor and issues of poverty (knowledge)
               •   engagement in DePaul’s mission (attitudes/behaviors)

The major recommendation which comes from this study is the need to help students
reintegrate into their DePaul and home communities after returning from a service-
immersion trip. Students expressed feelings of loneliness in focus group comments, and
they stated that they could benefit from additional post-trip meetings to help them with
this transition upon their return. In addition, the conclusion that students’ faith and
spirituality was not impacted by the trip experience is a finding that will require
additional exploration and attention.

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